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P. M. VAN ARSDELL, Chairman, Program Committee 

HUGH G. WALES, Chairman, Publicity 

E. R. DILLAVOU, Chairman, Arrangements 

H. T. SCOVILL, Chairman, History 

ROBERT HACKETT, Chairman, Chicago Meeting 

P. D. CONVERSE, General Chairman 

1902 Courses in Commerce Started 

1915 College of Commerce and Business Administration 

1903 Master of Science 

1904 Ph.D. in Economics 
1913 First Commerce Building 
1921 Bureau of Business Research 
1925 New Commerce Building 

(Renamed David Kinley Hall, 1946) 

1936 Ph.D. in Accountancy 

1937 Master of Science in Business Administration 

1948 Business Management Service 

1949 Illinois Marketing Symposium 

(Paul D. Converse Award Program) 

1950 Ph.D. in Business 

1952 Graduate School of Business Administration 


or business at 




DAVID KINLEY, Director, Courses in Commerce 1902-1915 

N. A. WESTON, Acting Dean 1915-1919 

C. M. THOMPSON, Dean 1919-1942 

H. T. SCOVILL, Acting Dean 1942-1947 

HOWARD R. BOWEN, Dean 1947-1950 

ROBERT R. HUDELSON, Acting Dean 1951-1952 

PAUL M. GREEN, Dean 1952- 


By H. T. SCOVILL Professor of Accountancy and Head 
of Department of Business Organization & Operation 

The "Courses of Training for Business" substantially as 
now offered in the College of Commerce and Business Adminis- 
tration wen- (irst available for registrants in September 1902. at 

which time 309 students wen- enrolled in the several courses in 
economies and business fields. This represented presumably about 
100 different individuals. There were only 68 of them, however, 
who were classed as majors in the new area of Business. 

Although Stead) progress has been made in instruction and 

research throughout the span of 50 years, six significant events 
have occurred in the physical and organizational aspects. In 
1913 the "Courses of Training tor business' 1 moved into the then 
new Commerce Building, now known .is Administration Bast. In 
1915 a reorganization was effected by which the College of Com- 
merce and Business Administration was created. In 1921 the 

First Commerce Building 

Bureau of Business Research was established (name changed in 
1941 to the Bureau of Economic and Business Research). In 
September, 1925 all activities of the College and Bureau were 
transferred to the present Commerce Building, which was dedi- 
cated in 1926. On January 1, 1948 a new type of service unit was 
formally begun under the title Business Management Service. 

As the sixth event, authority was granted by the Board of 
Trustees on July 16, 1952 to award the M.B.A. degree through 
a separate School organized within the College of Commerce and 
Business Administration. Awarding of the M.B.A. degree had 
been sanctioned previously in 1938. Its administration, however, 
was placed in the Graduate School (now College). The require- 
ments established by the Commerce Faculty were so restrictive 
that very few students enrolled in the 14-year period of its ex- 
istence. Granting of other advanced degrees had been previously 
authorized as follows: in Economics M.S. 1903, Ph.D. 1904; in 
Accountancy M.S. 1921, Ph.D. 1936; in Business Organization 
and Operation M.S. 1921 ; in Business Ph.D. 1950. In 1947-48 the 
M.S. degree in Management and in Marketing respectively were 
substituted for M.S. in Business Organization and Operation. 

Growth of "Courses of Training for Business" was gradual 
but substantial in the early years, not only from the point of view 

David Kinley Hall 

of enrollment and content of courses, but also teaching staff. 
If we were merely trying to claim an ancient and honorable 
heritage, we would refer seriously to the temporary existence of 
commercial education 84 years ago. Such a foundling was de- 
scribed in the Introduction to the monograph "Conference on 
Commercial Education and Business Progress" reflecting the 
ideas expressed when the Commerce building was dedicated in 
1913. The earliest venture in business education .it the University 
of Illinois is described in these terms: "The University of Illinois 
showed an early interest in the training of business men. The 
first circular of information published in 1868 declared it to be 
one of the aims of the institution to prepare men 'lor the arduous 

and riskful responsibilities of the merchant and business man. 9 
The original nine departments of the University included one ot 
'Commercial Science and Art,' in charge of which was placed 
Captain Edward Snyder, 1 subsequently Professor o\ German and 
Dean of the College of Literature and Science. In 1870. the Uni- 
versity rearranged its whole curriculum, and the commercial de- 
partment was thereafter called the 'School ol Commerce.' Book- 

In the Hoard Minutes Ik described .is "Accountant and 
teacher of bookkeeping and German." 

keeping, commercial calculation, and commercial correspondence 
were the principal subjects of the course. 

"In 1878, an attempt was made to raise the standards of 
the School of Commerce by adding a second year's course, but 
there was little call for such a development, and on September 10, 
1879, the Board of Trustees passed a resolution to the effect that 
'the course of studies in the "School of Commerce" is more ex- 
tensive than is practicable to teach at the present time.' On 
June 10, 1880, the Board voted to discontinue the school." 

So much for the earliest venture. The same introductory 
article, however, continues with this additional comment: 

"About 1899-1900, several of the leading universities of 
the country had become convinced of the desirability of a more 
systematic organization of courses that should prepare students 
for careers in commerce. To place the University of Illinois in 
line with this movement, an appropriation was asked for. It was 
obvious to the Board of Trustees that an excellent foundation 
for such expansion had already been laid by the Department of 
Economics, and, accordingly, an appeal for funds was made to 
the Legislature. An appropriation was made and in 1902 1 the 
School of Commerce was re-established under the title of 'The 
Courses of Training for Business,' Professor Kinley being ap- 
pointed Director. 

"The business interests of the State soon saw that, to secure 
full service from the courses, a special building was required. 
With their help, the Legislature was convinced of the necessity, 
and, though the amount requested by the Board of Trustees was 
not granted, an appropriation of $125,000 was made in 1911 'for 
the erection of what will be known in the future as the Com- 
merce Building.' The building was sufficiently completed by Feb- 
ruary 1913, to be ready for occupancy, and most of the work of 
the business courses was transferred to it." 

During the period of 50 years 11,088 bachelor's degrees, 932 
master's degrees, and 232 Ph.D. degrees have been awarded in 
the several fields in economics and business. The influence on 
other institutions of learning might be judged partly from the 
fact that about 750 different staff members (including many 
assistants) have taught or participated in research activities 

1 March 8. 

within the College, the Bureau of Economic and Business Re- 
search, and Business Management Service, and that nearly all 
who have left Illinois have accepted positions at other educa- 
tional institutions. Many of them hold major educational 

The growth of the undergraduate work in Commerce is 
revealed by a few figures representing the number in the student 
body and faculty and in the amount of the annual budget. The 
latter, of course, is subject to various interpretations depending 
on changes in the value of the dollar from time to time. 

The tabulation below shows the enrollment, number of 
faculty members and the annual budget for only one year out of 
every five. These reflect the steady growth up to 1930 and the 
decrease during the depression of the early thirties, and again 
during the period of World War II. 




(number of 

different students in 



Fall Semesl 

er 1 ) (not class cards) 












$ 36,033 




















252,1 13 





1949-50 2 




When the "Courses of Training for Business" were insti- 
tuted in 1902, students were guided in preparing study lists by 
programs of study similar to the formal curricula that have ex- 
isted so generally in the College in recent years. For example. 
when the writer registered as a major in transportation in 1904, 

he was very courteously waited upon by Professors Kinley, 

Weston, and Robinson and advised to abide by the stipulated 
program. In the second year the same advice was given and 

Exclusive of Summer Session. 

Exclusive of Galesburg and Navy Pier branches. 

heeded; even though it involved taking courses in Differential 
Calculus, Integral Calculus, General Engineering Drawing, and 
R. R. Shop Systems during the year, in addition to the regu- 
lar Principles of Economics, and Money and Banking. In the 
junior year, among other subjects, were Accountancy, Statistics 
(which required Calculus as a prerequisite), Political Science, 
Philosophy, and more Economics. 

Only five curricula were established in 1902, namely: 

(1) Trade (probably the forerunner of General Business), 

(2) Banking, (3) Transportation, (4) Journalism, and (5) In- 
surance. Two more were added prior to 1915: Commerce and 
Consular Service in 1904-05, and Municipal Administration in 

The 34-page pamphlet bearing the title "Courses of Train- 
ing for Business in the University of Illinois 1903-1904" lists the 
following courses as offered in that area, in addition to those in 
allied fields such as Foreign Language, Mathematics, History, 
and others: 

Principles of Economics, Money and Banking, The Labor 
Problem, Economic Problems, Economic Seminary, History of 
Economic Thought, Socialism and Social Reform, Financial 
History of the United States, Public Finance, Taxation, The 
Money Market, Banking, Corporation Management and Fi- 
nance, Industrial Consolidations, Public Control of Trade and 
Industry, Railway Management, Railway Systems, Seminary in 
Railway Administration, Statistics, Economics of Insurance, Cor- 
poration Accounting, English Economic History, The Economic 
History of the United States, Charities and Corrections, Soci- 
ology, Economic and Commercial Geography, History of Com- 
merce, Domestic Commerce and Commercial Politics, Foreign 
Commerce and Commercial Politics, History of the Commercial 
Policy of the United States, History of the Commercial Relations 
between the United States and Germany, Domestic and Foreign 
Markets of the United States, Consular and Diplomatic Service, 
Biography of Commerce and Industry. In addition to these 34 
undergraduate courses there were listed also four graduate 

About the time one becomes entranced at the number of 
courses offered in such a young organization, one is confronted 
with this bit of public relations material. "The staff of instruc- 


tors is five in number." This is in line with the number of 
different names appearing as teachers after the courses just 
enumerated. The five men who must have had full time jobs, as 
viewed by work standards of today were David Kinley, Head, 
George M. Fisk. Matthew B. Hammond, Maurice H. Robinson, 
and Nathan A. Weston. Edward L. Milne was listed as a co- 
operating instructor with Hammond in one of the courses in 

By 1913-14 the students in General Business were intro- 
duced to this list of requirements: 


University requirements 


English in addition to freshman Rhetoric 


Modern Language and Classics 


Social Science 


Math, Education, Philosophy and Psychology 


Other Science 






Business Law 


Free Electives 




It was only natural that the courses in Commerce at the 
University of Illinois should be expanded Into a College of Com- 
merce and Business Administration in 1915 because that year 
was in the era when mam universities were feeling the pressure 
lot such realignment of courses. Several new Colleges of Com- 
merce \\<iv formed between 1<H0 and 1 ( »'2<). and many inde- 
pendent departments or schools of business wen- created within 
the framework of the Colleges of Liberal Arts and Sciences. 

The change from one type of organization to another did 
not necessarily i ause revolutionary changes in the basic principles 
of the courses^ or teaching standards in training students for 
business careers. The opportunity was presented, however, for 
iii* luding a few courses from the applied economics area in the 
list of offerings and also in the requirements for graduation. The 
requirements of the new College in the General Business curricu- 

i i 

lum are reflected in this summary: (For comparison, correspond- 
ing figures are shown which reflect the requirements after the 
revisions of 1933 and 1937.) 





University requirements, 


freshman Rhetoric 




Literature or language 




Social Science 










Rhetoric for Commerce Students 


















Business Law 








Additional Commerce Subjects to 1 

bring total to 60 



Free Electives 








By way of comparison, this point is significant. When the 
courses in Commerce were part of the College of Liberal Arts 
and Sciences, 51 hours were required outside of those subjects 
taught by the division of Courses in Business. After the separate 
College was organized 49 outside hours were required. Both 
modifications in 1933 and 1937 respectively provided for 52 out- 
side hours. 

Since the founding of the College in 1915 and the adoption 
of ten curricula, changes in the general educational program 
have been only of a minor character. The ten curricula estab- 
lished concurrently with the College were : ( 1 ) General Business, 
(2) Commercial and Civil Secretaries, (3) Banking, (4) Insur- 
ance, (5) Accountancy, (6) Railway Administration, (7) Rail- 
way Transportation, (8) Commercial Teachers, (9) Foreign 
Commerce, (10) Industrial Administration. 


DAVID KINLEY, Professor of Economics 
(1893-1930); Director of Courses of Train- 
ing for Business, 1902-15; President, 1919- 

C. M. THOMPSON, Professor of Economics 
(1911-1942); Dean of the College, 1919- 

A new curriculum in Commerce and Law was added in 
1917-18 and one in Public Utilities in 1924. Thus the same 
eleven or twelve curricula were available most of the time 
between 1915 and 1937 when the first major change was effected. 
A slight revision in 1933 caused the curriculum in Railway Ad- 
ministration to be dropped, and a slight change in graduating 
requirements to be adopted. The remodeling in 1937 changed 
the title of the main curriculum from General Business to Man- 
agement, added three new curricula (Economics, Marketing and 
Public Affairs) and dropped five (Insurance. Trade and Civic 
Secretaries, Railway Transportation, Foreign Commerce, and 
Public Utilities.) Four of the five curricula dropped, however, 
were merely re-established as subdivisions of the curriculum 

in Economics. 

In 1942, the then Acting Dean appointed a committee to 
make a studs of the curricula from a post-war point of view, 


H. T. SCOVILL, Professor of Accountancy 
(1913- ); Head, B. O. & O. Department; 
Acting Dean, 1942-1947 

PAUL M. GREEN, Dean (1952- ) 

as far as possible. As a result of this the faculty adopted several 
changes in the spring of 1947 making the curricula less rigid in 
specific requirements but maintaining the same broad type of 
training as previously. With the arrival of a new dean in the fall 
of 1947 a re-study of the curricula was undertaken before 
presentation for approval by the Board of Trustees but the final 
adoption in 1950 revealed few marked modifications in principle. 
The names of curricula were about the same as in 1937, 
but instead of a single curriculum in Economics, six independent 
ones were created under the following titles : General Economics ; 
Economic Theory; Finance; Insurance; Labor Economics and 
Economics of Government; and Business, Public Utilities and 
Transportation. Secretarial Training was a new curriculum 
created in 1947 as were also Personnel Management and Statis- 
tical Economics. The ones which continued without material 
change in title after the 1950 adoption are Accountancy, Com- 
merce and Law, Commercial Teaching, Industrial Administra- 


tion, Management, and Marketing. A total of 15 curricula are, 
therefore, now in operation. 

Using again as a typical example, the curriculum in Man- 
agement (successor to General Business), the graduating re- 
quirements under the 1950 modification differ from those in the 
1937 program in these fundamental respects: 

1. University requirements, practically the same. 

2. Courses in College of Liberal Arts and Sciences (ex- 
clusive of freshman Rhetoric and Speech) reduced from 33 to 30. 

3. Speech and advanced Rhetoric increased from 5 to 6 

4. Economics increased from 20 to 24 hours. 

5. Accountancy reduced from 12 to 9 hours. 

6. Business Law reduced from 6 to 3 hours. 

7. Marketing and Management courses, unchanged. 

The curricula fundamentals of 1937, 1947, and 1950 all 
included the idea that a common curriculum should serve all 
students in the Freshman and Sophomore years. So many new 
courses had been approved over the span of years, bringing the 
total undergraduate courses to 160 in 1951-52, that it became 
very difficult to decide which ones of the undergraduate courses 
in the College should be required and which merely elective in 
designating the 20 to 25 courses within the College that any 
given student can offer toward graduation. Because of the diverse 
interests of the faculty, naturally a final decision on a proposition 
of that sort must necessarily reflect a compromise. In general. 
however, the faculty has seemed to be guided by a desire to 
oiler a well-rounded collegiate business education. They seem to 
have been in agreement with the founders and pioneer professors 
who expressed themselves in various conferences on Collegiate 
Business Education in the decade 1910 to 1930. A few ideas thus 
expressed are here quoted : 

DR. DAVID KINLEY, Dean of the Graduate School, Vice 
President of the University, and Director of Courses in Business 

(Dedicatory exercises, 1913.) "To teach how to achieve per- 
sonal business success through service to the public rather than 

by exploiting the public is the aim of our university schools of 

Commerce; the studies relating to business are their subject mat- 
ter; training in the principles which underlie and constitute these 
studies ;ind in the application of these principles to practice, is 


N. A. WESTON, Professor of Eco- 
nomics (1900-1933); Acting Dean of 

the College, 1915-19 

<*p— i 

of Economics (Corporation Finance) 

their method. Their result, in the measure of their success, will be 
better business, bigger business, larger-minded business men, and 
a more prosperous and better-ordered community life. And thus 
our schools of commerce are related to business expansion." 

DR. EDMUND J. JAMES, President of the University of Illi- 
nois and First Director of Wharton School of Finance, Uni- 
versity of Pennsylvania, the first school of its kind in the U. S. A. 
at the collegiate level (Dedicatory exercises, 1913.) — "It is per- 
fectly evident that unless we can secure the necessary brains, so 
to speak, the necessary intellect of the country concentrated upon 
the solution of the greater problems of business organization and 
development we shall reach the limit of our advancing civilization 
at a comparatively early stage of possible human development. 

"I defy any man to wrestle with the doctrine of marginal 
utility, of rent, of wages, of international trade, of the value of 
money and credit, without feeling that he is up against as serious 
and difficult intellectual problems as are opened in the whole 
range of physics or mathematics or chemistry or engineering; and 
the consideration of these doctrines is fundamental to any intelli- 
gent opinion in regard to the desirable development of business 
in its large scope and outlines. 


"No one can study the history of civilization from an eco- 
nomic standpoint without becoming convinced that scant justice 
has been done in our literature and history to the fundamental 
importance of trade and industry to the progress of civilization 

"The progress of mankind is nowhere more clearly re- 
flected than in the invention and perfection of money; or in 
the establishment and development of banks ; or in the origin and 
growth of insurance; or the development of clearing houses, and 
the other thousand and one devices of our credit and monetary 
system. Let us recognize clearly that an improvement in business 
— a new device or a new application of an old one - — is of as 
much interest to humanity as a discovery in medicine, or an im- 
provement in law, a new formulation of a theological creed or 
the invention of a new motive power. 

"The aim of commercial education, such as I am pleading 
for, is to awaken a profound interest in business as such ; to train 
youth to an appreciation of the functions of business and business 
practice in our modern life; to inform him as to the history of 
industry and trade; to awaken his interest in its future: to train 
him to keep his eyes open as to business possibilities; to inspire 

E. L. BOGART, Professor of Econom- 
ics (Economic History) (1909-1938); 
Head, Department of Economics, 

M. H. HUNTER, Professor of Eco- 
nomics (Public Finance) (1916-1948); 
Head, Department of Economics, 


him with a healthy respect for business in all its various branches ; 
to arouse a determination to become not only a successful busi- 
ness man in the ordinary sense of the term, but a useful one as 
well; to beget a public spirit; to excite an interest in the higher 
welfare of society; in a word, to become a public-spirited, intelli- 
gent, well-educated, and successful man of affairs." 

PROFESSOR SIMON LITMAN (Dedicatory exercises, New 
Commerce Building, May 7, 1926) — "In this age of commer- 
cialization of art, science and literature, of professions and state- 
craft, the salvation of society seems to lie in the placing of 
commerce on a higher ethical plane than it has been heretofore. 
Men going out into the world of business and finance must be 
imbued with high ideals, must be taught to think in terms of 
public welfare and insofar as colleges of commerce have been 
contributing to this end, they deserve well of the country. 

"Many able teachers of applied economics have succeeded 
in proving that it is not the subject, but the way in which the 
subject is taught, which determines the cultural value of a course, 
and that the analysis of the complex phenomena of modern 
industrial life, and the ascertainment of the ways which the 
world uses in its struggle for necessities and for comforts of life 
have just as much educational value and can attract and chal- 

- *« 

<sr. ■**'} 

of Business Writing (1918-1948) 

ESSEL R. DILLAVOU, Professor of 
Business Law (1921- ) 


C. F. SCHLATTER, Professor of Ac- 
countancy (1920- ) 

H. M. GRAY, Professor of Econor 
ics (1922- ) 

lcnge the mind and the heart of the student just as mueh as the 
teaching of Greek philosophy or of English literature." 

PROFESSOR E. L. BOGART, Head of Department of Eco- 
nomies (Dedicatory exercises, New Commerce Building, May 8, 
1926). — "I would claim for business as high a rank as the pro- 
fessions of law or medicine or teaching or preaching. For them, 
the world has long recognized the need of thorough training 
before permitting their practitioners to place in jeopardy the 
reputations or lives of the members of society. 'Time was when 
the lawyer was a mere scribe and the surgeon a barber, but as 
science and knowledge grew these callings assumed the dignity 
of professions. Shall we admit that ordinary business is still in the 
barber stage and makes no greater demands upon science or 
knowledge than docs this trade? 

"The modern business man who today stands in the midst 
of the most complicated and far-reaching industrial organization 
which the world ever seen, lias need of the largest knowledge 
with which modern education can furnish him. The importance 
ol the tasks, the magnitude of the interests involved, and the 
high intellectual demands made by modern business upon its 
leaders require that these be equipped with an education no less 
thorough and scientific than that pursued in law and medicine." 




H. H. BAILY, Professor of Account- A. G. ANDERSON, Professor of 

ancy (1918- ) Management (1922- ) 

DEAN CHARLES M. THOMPSON, College of Commerce and 

Business Administration (Dedicatory exercises, New Commerce 
Building, May 6, 1926). — "The College of Commerce at the 
University of Illinois has from the very beginning stood squarely 
for an undergraduate program of study based on a comprehen- 
sive grasp of fundamental economic laws; a program of study 
designed to send forth young men and women able and willing 
to assume their full responsibility as members of an enlightened 
citizenry. This program of study contemplates a liberal under- 
graduate education with a bias toward business ; it stresses facility 
in tool making and has little to do with tool sharpening; it is 
more concerned with long run effects than an immediate ac- 
complishment. Whatever its shortcomings and however far it 
may have fallen short of reaching its purpose, this program is the 
impression of a conscious effort on the part of the College and 
its faculty to place lives above living; and on that principle the 
College has dared stand or fall. 

"The past few years have seen the beginning of a demand 
on the part of business for a new kind of educational training; 
and unless all signs fail, this new demand and its consequences 
are to color and to give tone to the collegiate educational pro- 
grams of the future. I refer to genuine and bona fide graduate 
work in business. 


"Already something is being done along this line, but the 
real development is in the future; and from present indications 
it promises, I predict, to thrive best when organized and con- 
ducted in connection with well rounded programs of under- 
graduate work in commerce. Business men the country over are 
seeking young men and women who have pursued their academic 
work beyond the bachelor's degree, but as yet they have, gener- 
ally speaking, sought in vain. Thus, we have a situation about to 
develop on a large scale in which industry outruns the college 
and the college men, thereby setting up standards and raising 
challenges which none of us can afford to overlook or ignore. 

"This promised development heartens those of us who have 
stood from the beginning for a liberal, undergraduate curricu- 
lum in commerce in which the stress should be placed on funda- 
mentals and not on manipulations, in which a proper regard 
should be had for a general, cultural education. Already we have 
sensed the trend and have done what we could to be a part of 
it, not in any drifting fashion, but as leaders and directors of it. 
To that end we have multiplied our graduate courses, strength- 
ened our faculty, and encouraged young men and women from 
this and other colleges of commerce to push on for advanced de- 
grees and what they represent." 

Having observed the assertions of several prominent educa- 
tors we now quote from a former leader in the field of labor. 

EDWARD J. FILBEY, Professor of Ac 
countoncy (1919-1947) 

Dean (1951-52) 



JOHN H. WALKER, President, Illinois Federation of Labor 
(Dedicatory exercises, New Commerce Building, May 7, 1926). 
— "We are hopeful that some day this great University may be 
able to work in cooperation with the machinery of the trade 
union movement in this project, and give our people at their 
homes, or home towns, the benefit of its greater facilities and of 
the tutorship on the part of the men and women representing 
the University, who perhaps have had wider and more intensive 
training to fit themselves for doing that work. 

"I believe that our educational institutions want to be 
helpful in these matters — that they want to lend their assistance 
in solving these questions on the right basis and if they fail, it is 
because they do not understand. The labor movement wants the 
help of our educational institutions in the work it is trying to do 
for human betterment. We know that with enlightened, God- 
fearing men and women help will come to us. It is for that 
reason that we have always supported institutions of learning." 

A prominent banker appearing on the program for dedica- 
tion of the New Commerce Building in 1926 expressed, among 
others, these ideas on business education: 

WILLIAM A. HEATH, Chairman, Board of Directors, Federal 
Reserve Bank, Seventh District. — "The day of luck in business 
is rapidly passing, and only through acquiring the power of con- 



i * m 

''/.':'■.■ T ■ '' r ; . : *S ??: !a 

HOWARD R. BOWEN, Dean (1947- 


LLOYD MOREY, Professor of Ac- 
countancy (1916- ); Comptroller of 


A. C. LITTLETON, Professor of Ac- 
countancy (1915-1952) 

D. P. LOCKLIN, Professor of Eco- 
nomics (Transportation) (1922- ) 

ccntration and the faculty of close analysis can the aspirant for 
executive preferment cope successfully with the problems of real 
business in the outside world. If anything, these qualifications are 
even more important to the commerce graduate than to those of 
the technical and scientific schools, for the latter have many 
constant factors at command, while the factors of business are 
practically all of them variables and many of them entirely new. 
As I conceive it, a major function of the college of business ad- 
ministration is in large measure that of pointing out to its stu- 
dents the infinite ramifications of the field they propose to enter. 
to assist them in gaining an idea of the magnitude of our eco- 
nomic life, the inter-relationship of its component parts, and the 
qualifications which they must themselves possess in order to 
become more fully equipped for leadership in the profession of 

Dean Paul M. Green in his first formal talk before the 
faculty of the College of Commerce in December 1951 follow- 
ing his appointment to the position, enunciated these ideas: 

"In this atomic age much has been written and said about 
tin significant contribution to the welfare of society that can be 
brought about through advances in the fields of mathematics, 
the physical sciences, and engineering. I have great confidence in 
the ability of experts in these areas to accomplish more than they 


SIMON LITMAN, Professor of Eco- 
nomics (Foreign Trade) (1909-1941) 

of Economics (1919- ) 

now indicate. I want to call to your attention, however, that 
these advances come to full fruition through the accomplishments 
of the American economic and industrial system. I am con- 
vinced also that the opportunities for research for advancement 
and for bettering the welfare of man are just as great in the areas 
within the framework of Commerce and Business Administration. 
Opportunities are all around us. We must be ready to accept 
their challenge. In this, as in other areas our path is clear." 

After examining the statements of objectives and ideals of 
a collegiate business education as presented by these able repre- 
sentatives of education, business, and labor, the author agrees 
with them in general principles, but feels it is necessary to make 
an observation relative to the practicality of some of the ideas. 
Reference is made to a report in circular 333 of the U. S. De- 
partment of Education to the effect that the trend is so distinctly 
upward in number of graduates from universities that we shall 
approach the 90,000 mark in colleges of Commerce by 1970. We 
reached 58,000 in 1951. 

At this rate of annual production, it seems evident that 
there will not be a sufficient number of top executives or junior 
executives moving out of the picture each year to make room 
for the new graduating group who might have been led to be- 
lieve that they were to occupy one of the two levels on gradua- 


tion. It seems more reasonable to assume that we are now, and 
will continue, doing a job of laying a foundation for the under- 
standing of fundamentals of economics and business, and the 
coordination of sound business principles with the welfare of 
society. We should continue to establish in the minds of students 
(and other future leaders) that they should expect to work for 
what they get, that work is a privilege and a pleasure if ap- 
proached with a proper mental attitude, and that honesty and 
a wholesome respect for the rights and property of others are 
prime essentials in any group of people who expect to live to- 
gether as a society. 

We should recognize in our teaching that many of our 
graduates must of necessity start at the bottom, but we know that 
most of them ultimately will rise to other positions which on the 
average will be commensurate with their native and acquired 
ability and temperament. Results of a questionnaire now being 
summarized show some very interesting and commendatory 
trends in that category among the alumni who were graduated 
from the accountancy curriculum in the last 40 years. Many of 
you will receive further notice of the replies. 

Although it is frequently implied that the effectiveness of 
the staff is more important than the nature of the courses and 
curricula, the staff is placed in second position in this brief 
historical summary. This is largely because in the present case, 
the general theme is centered around a change in organization 
and content over a period of 50 years. One could write one or 
more big volumes on the personalities related to the College of 
Commerce in its two phases of organization over the years. It is 
possible here merely to mention a few names. 

The reputation of the College over the 50 year period has 
been made in the last analysis by its faculty. It is true, however, 
that a satisfied alumni group who silently show the results of 
of their college training while pursuing their daily tasks have 
been the best promoters of good will for the College. 

Without discounting in any sense the effectiveness of the 
stoics ol able assistants, instructors and assistant professors who 
have served on the teaching and research staffs over the years, 
space is available here only for a recital of the names of those 
who have served at one time or another as Professors or Associate 
Professors since the courses were established in 1902, and who 


are either now on the staff or have been identified with it for a 
period of at least five years. The first list is that of professors 
shown in the order in which they attained that rank, as far as 
could be ascertained. 


Kinley, David 
Robinson, M. H. 
Fisk, G. M. 
Dewsnup, E. R. 
Bogart, E. L. 
Weston, N. A. 
Frazer, G. E. 
Litman, Simon 
Thompson, C. M. 
Scoviil, H. T. 
Morey, Lloyd 
Filbey, E. J. 
Russell, F. A. 
Hunter, M. H. 
Lee, F. E. 
Converse, P. D. 
Littleton, A. C. 
Anderson, A. G. 
Schlatter, C. F. 
Wright, Ivan 
Dillavou, E. R. 
Saunders, Alta G. 
Locklin, D. P. 
Gray, H. M. 
Brown, P. H. 
Bell, J. F. 
Allen, H. K. 
Blodgett, R. H. 
Neiswanger, W. A. 

Baily, H. H. 
Hackett, R. P. 
Bryan, L. A. 
Borth, Daniel 
Huegy, H. W. 
Beach, F. H. 
Green, P. M. 
Newcomer, H. L. 
Moyer, C. A. 
Bassie, V L. 
Mandeville, M. J. 
Dickey, R. I. 
Jones, F. M. 
Gaa, C. J. 
McNatt, E. B. 
Theiss, E. L 
Kemmerer, D. L. 
Dubin, Robert 
Chalmers, W. E. 
McPherson, W. H. 
Due, J. F. 
Hickman, C. A. 
Mehr, R. I. 
Nolen, R. M. 
Smythe, D. W. 
Steiner, G. A. 
Van Arsdell, P. M. 
Weiler, E. T. 
Mayer, R. W. 

Of the 58 professors listed as having held the rank of Pro- 
fessor. 39 are still actively engaged on the staff, 4 have moved 
to other locations since receiving the rank, 7 have been given 


emeritus status, and only 8 have died in the 50 year period. This 
seems to be a fairly healthy record. 

Of the 21 who have reached the rank of associate professor 
and who had not been promoted to professor prior to Septem- 
ber 1, 1952, only four have moved to other locations and 17 are 
still on the staff. In the list that follows, the first four are the ones 
who left the University after attaining the rank Associate Pro- 
fessor but before arriving at the full professorship. 


Watkins, Gordon S. Ferber, Robert 

Berman, Edward Flanders, D. P. 

Dickinson, F. G. Harbeson, R. W. 

Ruggles, Catherine Haworth, F. B. 

Wales, H. G. Kleiner, G. 

Condon, A. C. McConnell, J. L. 

Mautz, R. K. Osborn, R. C. 

Roberts, P. C. Paden, D. W. 

Curtis, C. C. Parrish, J. B. 

Wedding, Nugent Robb, W. C. 
Beckett, Grace 

The two lists just presented include the names of those who 
have probably been most responsible for establishing the reputa- 
tion of the College- at the high level it has held most of the 
time since its inception. Presentation of more vivid evidence of 
the high standing of the College in the eyes of business and pro- 
fessional men, and of other business educators will be deferred 
for a more extensive treatment at some later time. 

A listing of books, articles, honors, and miscellaneous ac- 
complishments of the two groups of professors named would be 
most interesting and comprehensive, but it cannot be under- 
taken here. Similarly, we can merely pay our high regards again 
in feeble words to those scores of assistants, instructors, and as- 
sistant professors who over the years did such a fine, conscien- 
tious job of teaching and conferring with students. It is at that 
level where many lasting loyalties to the University are estab- 
lished. May we continue in the future, as we have in the past, 


to recognize the value to the University of the young assist- 
ants when properly selected for patience, tact, tolerance, and 
horse sense. Similarly, as they advance in rank their services are 
generally of a high order. 

It is our hope that this brief review of several features of 
business education at the University of Illinois can be expanded 
some time in the near future to reveal many more evidences of 
an important journey well conducted by those loyally associated 
in their endeavors. 



Munuf actured by 


Syracuse, N.Y. 

Stockton, Calif. 

W WI I ■ ■ * \ W 



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